Unit 5 Reading for Writing 2（以读促写课分层作业）英语人教版必修第一册

**基本信息** 分层清晰，从基础词块到语篇写作再到跨文化情境应用，衔接高考，全面提升语言能力与思维品质。 **分层设计** |层次|知识覆盖|设计特色| |----|----------|----------| |A组巩固过关|核心词块与基础句型|高频词块默写+翻译句子，强化语言基础能力| |B组能力进阶|连贯写作与策略应用|七步支架句+自查清单，搭建从句到篇的写作阶梯，培养学习能力| |C组思维拔高|跨文化情境综合表达|双情境任务+过程性评价，促进策略迁移，提升思维品质与文化意识| |拓展链接高考|高考真题迁移|高考续写题型，对接升学需求，强化综合语言运用能力|

分层作业 Unit 5 Period 3 Reading for Writing 2 目 录 A组 巩固过关 B组 能力进阶 C组 思维拔高 拓展 链接高考 一、高频词块默写 1. 听懂不同的英语口音 ________________________________ 2. 跟不上自然语速 ____________________________________ 3. 抓住关键词 ________________________________________ 4. 根据语境猜测意思 __________________________________ 5. 请对方再说一遍 ____________________________________ 6. 确认自己是否理解正确 ________________________________ 7. 换一种方式表达 ____________________________________ 8. 害怕暴露自己的错误 ________________________________ 9. 逐渐建立交流信心 __________________________________ 10. 把语言当作沟通的桥梁 _____________________________ 二、翻译句子 1. 对方说得越快，我就越紧张，也越难抓住主要意思。 ______________________________________________________________________________________________________________________________________________________________________________________ 2. 当所有人突然安静下来时，一阵热意涌上我的脸，我恨不得立刻消失。 ______________________________________________________________________________________________________________________________________________________________________________________ 3. 我深吸一口气，第一次鼓起勇气请对方说慢一点。 ______________________________________________________________________________________________________________________________________________________________________________________ 4. 与其执着于每一个单词，我开始听关键词并观察当时的语境。 ______________________________________________________________________________________________________________________________________________________________________________________ 5. 回想这次经历，我明白语言学习的目标不是永远不犯错，而是让彼此真正理解。 ______________________________________________________________________________________________________________________________________________________________________________________ 三、基础整合：把孤立信息改写成连贯微段 要求：使用 The harder..., the less...、Could you say that again...?、Do you mean...? 和 Rather than...，将下列信息整合成 4—5 个连贯句子。 At the school English corner, I spoke with a visiting student. His accent was unfamiliar. I tried to catch every word and became more nervous. I misunderstood his question about hobbies and answered about homework. He looked confused. I asked him to repeat the question more slowly. I checked the meaning with “Do you mean...?” I listened for key words instead of every word. The conversation continued. ______________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________ 支架式写作 校英文网站 Communication Matters 栏目正在征集“我让一次误解变成真正交流的经历”。国际环保周期间，你和交换生 Liam 共同设计“绿色校园”海报。你原以为任务不难，但他语速很快、口音陌生。第一次讨论时，你把 recycling station 听成 cycling station，提出了完全不相关的建议，现场一度安静。你十分尴尬，甚至想让另一名同学接手。休息时，老师提醒你：听不清时可以请求重复、确认关键词，也可以让对方换一种方式表达。再次讨论时，你开始主动澄清、借助海报草图和语境确认意思。最终你们完成了海报，并在展示时互相补充表达。 一、七步支架句：根据提示完成每一步 故事步骤 句式支架 写作提醒 原有期待 I expected __________ to be easy because __________. 先写原有自信，为现实落差蓄势 具体误解 When Liam said __________, I mistakenly thought __________. 用一次具体误解代替“听不懂” 自我怀疑 For a moment, I wondered whether __________, and part of me wanted to __________. 情绪必须由前文失误触发 策略触发 Instead of simply encouraging me, the teacher reminded me to __________ and __________. 帮助必须转化为可操作策略 主动澄清 I asked, “Could you __________?” and then checked, “Do you mean __________?” 用真实话语表现策略落地 互动与小成功 Rather than __________, I listened for __________, used __________, and finally understood __________. 用动作链呈现方法改变 结果与感悟 By the end, __________. Looking back, I realised that __________. 成功是连接继续，而非突然完美 二、句群搭桥：由句到段 A. 期待与误解：使用 I expected...、However... 和 When...，用 2 句写出原本自信、陌生口音和“recycling station / cycling station”的具体误解。 ______________________________________________________________________________________________________________________________________________________________________________________ B. 尴尬与自我怀疑：使用 For a second...、Heat rushed to my face... 和 Part of me wanted to...，写出现场反应以及想让别人接手。 ______________________________________________________________________________________________________________________________________________________________________________________ C. 方法与主动互动：使用 Instead of...、Could you...?、Do you mean...? 和 Rather than...，写出老师给出的策略以及你的两次主动澄清。 ______________________________________________________________________________________________________________________________________________________________________________________ D. 小成功与反思：使用 This time...、By the end... 和 Looking back...，写出合作完成海报以及对“会英语”的新理解。 ______________________________________________________________________________________________________________________________________________________________________________________ 三、段落成篇 请把七步内容整合成一篇 100—120 词的英文投稿。不要逐句照搬支架；至少写出一处具体误解、两种沟通策略和一次真实互动。人物仍可以紧张、漏词或犯错，但成长要由澄清、语境和合作逐步推动。 _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________ 自查清单：[ ] 落差具体 [ ] 误解可见 [ ] 情绪有因 [ ] 策略可用 [ ] 主动澄清 [ ] 互动真实 [ ] 结果可信 [ ] 主题自然 四、迁移核对 检查项 我的证据 完成情况 落差具体 我写出了课堂预期与真实语速/口音之间的反差。 □ 已完成 □ 待修改 误解可见 我写出了至少一处“问题—误解—现场反应”。 □ 已完成 □ 待修改 情绪有因 人物的紧张或退缩由前文失误触发。 □ 已完成 □ 待修改 策略明确 我使用请求重复、确认意思、关键词或语境等策略。 □ 已完成 □ 待修改 主动互动 我真正使用澄清表达，而非笼统写 someone helped me。 □ 已完成 □ 待修改 成长渐进 人物仍会漏词或紧张，但通过小成功逐渐改善。 □ 已完成 □ 待修改 结果可信 结果是任务完成或意思确认，不是突然“英语完美”。 □ 已完成 □ 待修改 主题自然 结尾回扣澄清、语境、耐心或互助。 □ 已完成 □ 待修改 五、诊断升格：指出问题并完成改写 评价维度 原句 你的诊断与升格 情节因果 I could not understand him. My teacher helped me. Then I understood everything. 问题： 升格： 人物一致性 I was very embarrassed, but I suddenly became confident and spoke perfect English. 问题： 升格： 语言有效性 He spoke fast. I was nervous. I did not understand. I asked again. 问题： 升格： 主题生成 I learned that practice makes perfect. 问题： 升格： 挑战写作 校英文杂志 Across Voices 栏目征集第一人称跨文化沟通故事。任选一个情境，写一篇 120—150 词的英文投稿。文章必须覆盖全部要点，恰当使用至少三个本课核心表达，并让结尾感悟由“沟通落差—具体误解/受挫—策略调整—主动互动—真实结果”自然生成。 情境 核心信息 情境 1：国际机器人工作坊 你与一名来自肯尼亚的学生合作组装机器人；对方自然语速快且有陌生口音，你把一个关于连接传感器的指令听错，导致零件接错；你尴尬并担心拖累小组；后来你请求对方放慢、用自己的话确认步骤，并结合示意图和动作理解；你们重新连接并完成测试；你理解技术合作中“问清楚”比假装听懂更重要。 情境 2：寄宿家庭的周末计划 海外研学期间，寄宿家庭在早餐桌上讨论周末活动；自然对话中多人轮流说话，你跟不上节奏，误以为大家要去市场而不是海边；你一度沉默，担心暴露自己的英语问题；后来你主动说 Let me check if I understood...，请他们换一种方式说明，并根据地图确认地点；你顺利参与计划并提出自己的建议；你重新理解“流利”与“参与”的关系。 _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 写作提醒：至少写一处具体误解；策略必须真正改变后续行动；人物成长应是“仍会不懂，但知道如何继续交流”；结尾不要套用 English is important / Practice makes perfect。 （2025年新II卷） “What is your name? ” is a question most frequently asked when people meet for the first time. But for me, it was the first challenge I encountered as an international student in Ireland. The pronunciation system of the Chinese language is quite different from that of English. For native speakers of English, some Chinese words are rather difficult to pronounce. My given name Qiuyu (秋雨), for instance, happened to be a great challenge for many of them. Every time I gave a self-introduction, I had to explain how to pronounce my name at least five times, yet they still could not say it the way I did. Once in a lecture, the professor tried repeating my name after me over and over in front of thirty classmates. I really did not know whether I should continue correcting him or simply drop the matter. I feared that my classmates might grow tired of my efforts or even lose patience with me. After all, I did care about how others would think of me. I realized that if I didn’t stop, the entire lecture would be ruined. “It’s okay, professor,” I shrugged (耸肩). The awkward moment ended with the class erupting into laughter. I forced a smile, unsure how to respond further. After that incident, I stopped acting as a “Chinese teacher.” Instead of correcting others when they were struggling to pronounce my name, I just smiled and nodded approvingly. This approach spared me the discomfort of having to over-explain. However, I soon found that by doing so, I might be losing something more important: the opportunity to share a small part of my cultural identity. 注意： (1) 续写词数应为150个左右； (2) 请按如下格式在答题卡的相应位置作答。 In a class discussion, I was invited to explain the meaning of my name. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Many of my classmates got interested and came up to me after class. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 学科网（北京）股份有限公司 $ 分层作业 Unit 5 Period 3 Reading for Writing 2 目 录 A组 巩固过关 B组 能力进阶 C组 思维拔高 拓展 链接高考 一、高频词块默写 1. 听懂不同的英语口音 ________________________________ 2. 跟不上自然语速 ____________________________________ 3. 抓住关键词 ________________________________________ 4. 根据语境猜测意思 __________________________________ 5. 请对方再说一遍 ____________________________________ 6. 确认自己是否理解正确 ________________________________ 7. 换一种方式表达 ____________________________________ 8. 害怕暴露自己的错误 ________________________________ 9. 逐渐建立交流信心 __________________________________ 10. 把语言当作沟通的桥梁 _____________________________ 【答案】 1. understand different English accents 2. have trouble following natural speech 3. pick out / listen for key words 4. work out the meaning from context 5. ask someone to say / repeat something again 6. check whether one has understood correctly 7. express / rephrase something in another way 8. be afraid to show one’s mistakes 9. gradually build confidence in communication 10. regard language as a bridge for communication 二、翻译句子 1. 对方说得越快，我就越紧张，也越难抓住主要意思。 ______________________________________________________________________________________________________________________________________________________________________________________ 2. 当所有人突然安静下来时，一阵热意涌上我的脸，我恨不得立刻消失。 ______________________________________________________________________________________________________________________________________________________________________________________ 3. 我深吸一口气，第一次鼓起勇气请对方说慢一点。 ______________________________________________________________________________________________________________________________________________________________________________________ 4. 与其执着于每一个单词，我开始听关键词并观察当时的语境。 ______________________________________________________________________________________________________________________________________________________________________________________ 5. 回想这次经历，我明白语言学习的目标不是永远不犯错，而是让彼此真正理解。 ______________________________________________________________________________________________________________________________________________________________________________________ 【答案】 1. The faster the other person spoke, the more nervous I became and the harder it was to catch the main idea. 2. When everyone suddenly went quiet, heat rushed to my face and I wished I could disappear at once. 3. Taking a deep breath, I gathered my courage and asked the speaker to slow down for the first time. 4. Rather than chase every single word, I began to listen for key words and pay attention to the context. 5. Looking back on the experience, I understood that the goal of language learning was not to avoid every mistake, but to help people truly understand one another. 三、基础整合：把孤立信息改写成连贯微段 要求：使用 The harder..., the less...、Could you say that again...?、Do you mean...? 和 Rather than...，将下列信息整合成 4—5 个连贯句子。 At the school English corner, I spoke with a visiting student. His accent was unfamiliar. I tried to catch every word and became more nervous. I misunderstood his question about hobbies and answered about homework. He looked confused. I asked him to repeat the question more slowly. I checked the meaning with “Do you mean...?” I listened for key words instead of every word. The conversation continued. ______________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________ 【答案】 At the school English corner, I found the visiting student’s accent unfamiliar. The harder I tried to catch every word, the less I understood, and I even answered his question about hobbies with something about homework. Seeing his confused look, I asked, “Could you say that again more slowly?” and then checked, “Do you mean what I do after school?” Rather than chase every word, I listened for key words and used the context, and the conversation soon began to move again. 支架式写作 校英文网站 Communication Matters 栏目正在征集“我让一次误解变成真正交流的经历”。国际环保周期间，你和交换生 Liam 共同设计“绿色校园”海报。你原以为任务不难，但他语速很快、口音陌生。第一次讨论时，你把 recycling station 听成 cycling station，提出了完全不相关的建议，现场一度安静。你十分尴尬，甚至想让另一名同学接手。休息时，老师提醒你：听不清时可以请求重复、确认关键词，也可以让对方换一种方式表达。再次讨论时，你开始主动澄清、借助海报草图和语境确认意思。最终你们完成了海报，并在展示时互相补充表达。 一、七步支架句：根据提示完成每一步 故事步骤 句式支架 写作提醒 原有期待 I expected __________ to be easy because __________. 先写原有自信，为现实落差蓄势 具体误解 When Liam said __________, I mistakenly thought __________. 用一次具体误解代替“听不懂” 自我怀疑 For a moment, I wondered whether __________, and part of me wanted to __________. 情绪必须由前文失误触发 策略触发 Instead of simply encouraging me, the teacher reminded me to __________ and __________. 帮助必须转化为可操作策略 主动澄清 I asked, “Could you __________?” and then checked, “Do you mean __________?” 用真实话语表现策略落地 互动与小成功 Rather than __________, I listened for __________, used __________, and finally understood __________. 用动作链呈现方法改变 结果与感悟 By the end, __________. Looking back, I realised that __________. 成功是连接继续，而非突然完美 【答案】 1. planning the poster with an exchange student / I had studied English for years 2. recycling station / cycling station 3. my English was useful only in class / ask another student to take over 4. ask for repetition / check the key words and context 5. say that again more slowly / the poster should introduce places for recycling 6. chase every single word / key words / the sketch and context / Liam’s main idea 7. we completed the poster and supported each other during the presentation / communication is about working toward the same meaning, not understanding every word perfectly 二、句群搭桥：由句到段 A. 期待与误解：使用 I expected...、However... 和 When...，用 2 句写出原本自信、陌生口音和“recycling station / cycling station”的具体误解。 ______________________________________________________________________________________________________________________________________________________________________________________ B. 尴尬与自我怀疑：使用 For a second...、Heat rushed to my face... 和 Part of me wanted to...，写出现场反应以及想让别人接手。 ______________________________________________________________________________________________________________________________________________________________________________________ C. 方法与主动互动：使用 Instead of...、Could you...?、Do you mean...? 和 Rather than...，写出老师给出的策略以及你的两次主动澄清。 ______________________________________________________________________________________________________________________________________________________________________________________ D. 小成功与反思：使用 This time...、By the end... 和 Looking back...，写出合作完成海报以及对“会英语”的新理解。 ______________________________________________________________________________________________________________________________________________________________________________________ 三、段落成篇 请把七步内容整合成一篇 100—120 词的英文投稿。不要逐句照搬支架；至少写出一处具体误解、两种沟通策略和一次真实互动。人物仍可以紧张、漏词或犯错，但成长要由澄清、语境和合作逐步推动。 _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________ 自查清单：[ ] 落差具体 [ ] 误解可见 [ ] 情绪有因 [ ] 策略可用 [ ] 主动澄清 [ ] 互动真实 [ ] 结果可信 [ ] 主题自然 【答案】 I expected planning the Green Campus poster with Liam to be easy because I had studied English for years. However, his fast speech and unfamiliar accent soon confused me. When he said “recycling station,” I thought he meant “cycling station” and suggested adding bicycle routes. After a short silence, heat rushed to my face and I almost asked another student to take over. Then my teacher reminded me to ask for repetition and check key words. I tried, “Could you say that again more slowly?” and then, “Do you mean places for recycling?” Liam smiled and rephrased his idea. From then on, I listened for key words and used our sketch as context. We finished the poster successfully. Looking back, I realised that communication grows through checking, patience and cooperation. 四、迁移核对 检查项 我的证据 完成情况 落差具体 我写出了课堂预期与真实语速/口音之间的反差。 □ 已完成 □ 待修改 误解可见 我写出了至少一处“问题—误解—现场反应”。 □ 已完成 □ 待修改 情绪有因 人物的紧张或退缩由前文失误触发。 □ 已完成 □ 待修改 策略明确 我使用请求重复、确认意思、关键词或语境等策略。 □ 已完成 □ 待修改 主动互动 我真正使用澄清表达，而非笼统写 someone helped me。 □ 已完成 □ 待修改 成长渐进 人物仍会漏词或紧张，但通过小成功逐渐改善。 □ 已完成 □ 待修改 结果可信 结果是任务完成或意思确认，不是突然“英语完美”。 □ 已完成 □ 待修改 主题自然 结尾回扣澄清、语境、耐心或互助。 □ 已完成 □ 待修改 五、诊断升格：指出问题并完成改写 评价维度 原句 你的诊断与升格 情节因果 I could not understand him. My teacher helped me. Then I understood everything. 问题： 升格： 人物一致性 I was very embarrassed, but I suddenly became confident and spoke perfect English. 问题： 升格： 语言有效性 He spoke fast. I was nervous. I did not understand. I asked again. 问题： 升格： 主题生成 I learned that practice makes perfect. 问题： 升格： 【答案】 情节因果：问题：只有“听不懂—被帮助—听懂”的结果，没有写清误解怎样发生、策略怎样改变后续交流。 升格：After I misunderstood Liam’s question and gave an unrelated answer, my teacher suggested asking for repetition and checking key words. I tried both strategies in the next discussion and finally caught his main idea. 人物一致性：问题：人物从尴尬突然跳到自信和“完美英语”，与前文困难矛盾。 升格：I was still nervous when I asked my first clarification question, but Liam’s patient reply made it easier to try again. Little by little, my voice became steadier. 语言有效性：问题：简单句堆叠，没有写出声音感受、心理反应与具体策略。 升格：His words seemed to run together, and the harder I tried to catch every one, the more nervous I became. Taking a breath, I asked him to slow down and checked the key words I had heard. 主题生成：问题：格言过泛，没有回扣“不同口音—澄清—共同建构意义”的独有经历。 升格：Looking back, I realised that communication was not a test in which one missed word meant failure; it was a process in which both speakers worked toward the same meaning. 挑战写作 校英文杂志 Across Voices 栏目征集第一人称跨文化沟通故事。任选一个情境，写一篇 120—150 词的英文投稿。文章必须覆盖全部要点，恰当使用至少三个本课核心表达，并让结尾感悟由“沟通落差—具体误解/受挫—策略调整—主动互动—真实结果”自然生成。 情境 核心信息 情境 1：国际机器人工作坊 你与一名来自肯尼亚的学生合作组装机器人；对方自然语速快且有陌生口音，你把一个关于连接传感器的指令听错，导致零件接错；你尴尬并担心拖累小组；后来你请求对方放慢、用自己的话确认步骤，并结合示意图和动作理解；你们重新连接并完成测试；你理解技术合作中“问清楚”比假装听懂更重要。 情境 2：寄宿家庭的周末计划 海外研学期间，寄宿家庭在早餐桌上讨论周末活动；自然对话中多人轮流说话，你跟不上节奏，误以为大家要去市场而不是海边；你一度沉默，担心暴露自己的英语问题；后来你主动说 Let me check if I understood...，请他们换一种方式说明，并根据地图确认地点；你顺利参与计划并提出自己的建议；你重新理解“流利”与“参与”的关系。 _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 写作提醒：至少写一处具体误解；策略必须真正改变后续行动；人物成长应是“仍会不懂，但知道如何继续交流”；结尾不要套用 English is important / Practice makes perfect。 【答案】 During my study trip abroad, I thought breakfast conversations with my host family would be easy. I was wrong. Everyone spoke naturally and sometimes talked at the same time. When they discussed the weekend, I caught the word “market” and mistakenly thought we were going shopping, although they were actually talking about a beach near a market. Embarrassed, I stayed quiet for a moment. Then I decided to stop guessing. I said, “Let me check if I understood. Are we going to the market first?” My host mother smiled, pointed to a map and explained the plan in another way. Using the map, key words and a few follow-up questions, I finally joined the discussion and even suggested taking a picnic. I realised that fluency is not never getting lost; it is knowing how to find your way back into the conversation. （2025年新II卷） “What is your name? ” is a question most frequently asked when people meet for the first time. But for me, it was the first challenge I encountered as an international student in Ireland. The pronunciation system of the Chinese language is quite different from that of English. For native speakers of English, some Chinese words are rather difficult to pronounce. My given name Qiuyu (秋雨), for instance, happened to be a great challenge for many of them. Every time I gave a self-introduction, I had to explain how to pronounce my name at least five times, yet they still could not say it the way I did. Once in a lecture, the professor tried repeating my name after me over and over in front of thirty classmates. I really did not know whether I should continue correcting him or simply drop the matter. I feared that my classmates might grow tired of my efforts or even lose patience with me. After all, I did care about how others would think of me. I realized that if I didn’t stop, the entire lecture would be ruined. “It’s okay, professor,” I shrugged (耸肩). The awkward moment ended with the class erupting into laughter. I forced a smile, unsure how to respond further. After that incident, I stopped acting as a “Chinese teacher.” Instead of correcting others when they were struggling to pronounce my name, I just smiled and nodded approvingly. This approach spared me the discomfort of having to over-explain. However, I soon found that by doing so, I might be losing something more important: the opportunity to share a small part of my cultural identity. 注意： (1) 续写词数应为150个左右； (2) 请按如下格式在答题卡的相应位置作答。 In a class discussion, I was invited to explain the meaning of my name. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Many of my classmates got interested and came up to me after class. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【参考范文】 In a class discussion, I was invited to explain the meaning of my name. Standing up, I felt a mix of nervousness and excitement. “My name, Qiuyu, combines the characters for autumn and rain in Chinese,” I began, my voice steady. “Autumn represents harvest and maturity, while rain symbolizes nourishment and growth. Together, they embody a time of abundance and renewal.” As I spoke, I noticed the rapt attention of my classmates, their eyes reflecting curiosity and respect. It was a moment of connection, a bridge built between cultures through the simple act of sharing my name. Many of my classmates got interested and came up to me after class. They surrounded me, their questions pouring out like a stream. “What other names have beautiful meanings in Chinese?” “Can you teach us how to write our names in Chinese characters?” I smiled, feeling a warmth spread through me. I took out a piece of paper and began to sketch out characters, explaining each stroke and its significance. Through this interaction, I realized that by embracing my cultural identity, I was not only preserving my heritage but also enriching the lives of those around me. It was a small yet meaningful step towards fostering cultural understanding and appreciation. 学科网（北京）股份有限公司 $